From policy to curriculum in South African vocational teacher education: a comparative perspective

2010 ◽  
Vol 62 (2) ◽  
pp. 153-162 ◽  
Author(s):  
Joy Papier
Keyword(s):  
Teacher Education ◽  
South African ◽  
Comparative Perspective ◽  
Vocational Teacher

scholarly journals Client Analysis in Teacher Education: What Some Canadian and South African Teachers Identify as their Professional Development Needs

2001 ◽  
Vol 18 (2) ◽  
pp. 78 ◽  
Author(s):  
Ruth Epstein
Keyword(s):  
Professional Development ◽  
South Africa ◽  
Teacher Education ◽  
South African ◽  
Teacher Educators ◽  
Language Teachers ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Professional Development Needs ◽  
Teachers Professional Development

The client analysis conducted in this study explores the professional development needs of11 language teachers, five in South Africa and six in Canada. The study employs a questionnaire and interviews to discover how each teacher's background and context affects his or her perceived professional development needs. Interviews show that teacher educators cannot necessarily predict teachers' professional development needs based on their backgrounds and contexts alone. A variety of inputs from recipients over an extended time is desirable and would yield more accurate predictability of an individual's professional development needs. This would result in teacher education programs that more accurately meet a teacher's real needs.

scholarly journals Exploring the Connections of Education for Sustainable Development and Entrepreneurial Education—A Case Study of Vocational Teacher Education in Finland

2021 ◽  
Vol 13 (21) ◽  
pp. 11887
Author(s):  
Eveliina Asikainen ◽  
Annukka Tapani
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Transformative Learning ◽  
Teaching Practice ◽  
Qualitative Content Analysis ◽  
Education For Sustainable Development ◽  
Entrepreneurial Education ◽  
Teacher Students ◽  
Vocational Teacher

Education for Sustainable Development (ESD) and Entrepreneurial Education (EE) are quite abstract and demanding concepts for teacher students. Yet, Key Sustainability Competences and Entrepreneurial Competences entail important qualities of future citizens and workers, and teacher students should become prepared to accommodate education for these competencies in their teaching practice. This paper explores teacher students’ process of sense-making of sustainable development and how becoming a teacher who practices ESD connects with entrepreneurship. EE serves as a good mirroring surface to ESD as they both have their roots in Transformative Learning (TL) but pursue transformation towards different goals. The case study follows the vocational teacher education (VTE) students’ sensemaking of Sustainable Development as a part of teacher’s work during one semester which included integrated Thematic Studies of Sustainable Development. The qualitative content analysis of students’ texts focused on signs of transformative learning and was guided by the dimensions of sustainable development and learning goals set for teacher’s sustainability competences in the VTE curriculum. The results indicate that transformative learning is possible. Furthermore, they address the importance of certain entrepreneurial capabilities in the actualization of change agency.

“My Fish Died and I Flushed Him Down the Toilet”: Children Disrupt Preservice Teachers’ Understandings of “Appropriate” Picture Books for Young Children

2018 ◽  
Vol 67 (1) ◽  
pp. 343-359 ◽  
Author(s):  
Kerryn Dixon ◽  
Hilary Janks
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
South African ◽  
Curriculum Design ◽  
Picture Books ◽  
Picture Book ◽  
Children’S Views ◽  
Effective Use ◽  
The Relationship

Although the literature on picture books is extensive, very little work focuses on how they are integrated into teacher education curricula. We contend that effective use of these resources requires an understanding of the relationship between preservice teachers’ conceptions of children and of picture books. Second-year South African undergraduate preservice teachers were asked to review 12 picture books of their own choosing, discuss some of these books with children, and write reflections on what they learnt from the children’s responses. Two hundred and thirty picture-book reviews and 62 reflections were analyzed. The data show that preservice teachers’ criteria for choosing books were disrupted by children’s views. We conclude by considering our own assumptions about our students and the implications for teacher education curriculum design.

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